What is it about?
This article is a case study of a series of workshops on histories of slavery, incarceration, and abolitionism in the U.S., and illustrates the transformative potential of learning about such histories in collective, dialogue-based, non-institutional settings.
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Why is it important?
Discontent and conflict around models of conventional education in the U.S. urge us to look to alternative models of learning and living in community, and this article illustrates one such alternative model.
Perspectives
Educational spaces are too often alienating for students, leading to minimal engagement even with topics that are timely and relevant to our daily lives and our future. Finding ways to make the process of learning engaging rather than alienating is crucially important if we are to collectively navigate increasingly complicated futures.
Erin Krafft
University of Massachusetts Dartmouth
Read the Original
This page is a summary of: Public History and Collective Transformation: A Case Study of Un/Learning the State, History, February 2022, Wiley,
DOI: 10.1111/1468-229x.13263.
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